Teses / dissertações sobre o tema "Education|Dentistry|Higher education"

This study focused on the instructional competency needs of new dental hygiene educators. The purpose of this qualitative and phenomenological study was twofold: (a) to explore the lived experiences and perceptions of 14 dental hygiene educators who have transitioned from clinical practice into the California Community College education system to further understand preparation experiences and instructional competence as related to knowledge, dispositions and skills and (b) to explore what recommendations dental hygiene educators might offer to better support new professors in developing instructional competence as related to knowledge, dispositions, and skills.

The researcher collected data by conducting semi-structured interviews. Several key themes emerged in the qualitative data including, a lack of supportive structures for new faculty, a lack of established pedagogical practices, a lack of staff development, the need for a formal orientation and mentorship programs, the need for pedagogical training for faculty, and standardization of best practices.

Findings from this research study supported several conclusions about the instructional competency needs for new dental hygiene educators in California, including: a formal program to support the transition of dental hygiene clinicians to become dental hygiene educators does not exist and has left educators under prepared to make a successful transition; developing instructional competency as a dental hygiene educator requires formal professional development and ongoing support that is currently lacking; new dental hygiene educators need supportive collaboration from fellow colleagues in order to increase consistency, communication, inclusion and calibration; and new dental hygiene educators would benefit from a formal orientation and mentorship program in teaching methodologies.

Study outcomes recommend the following for support for new dental hygiene educators: dental hygiene departments should expand ways to increase communication between adjunct and full-time faculty, technology training for new and existing faculty should be increased; the new dental hygiene educator should have additional education in teaching methodologies; new dental hygiene faculty should experience a formal orientation upon employment, and a formal mentorship programs should be implemented into dental hygiene programs. Broader recommendations include a three-part instructional competency model for new dental hygiene faculty to include a formal orientation prior to employment, teaching methodology training for faculty, and a formal mentorship program.

In order for a student to be successful in dental hygiene education, the student must gain the required knowledge and skills necessary to perform as a hygienist and possess the ability to utilize critical thinking to apply these attributes while in the program and on the National Board of Dental Hygiene Examination (NBDHE) (Alzahrani, Thompson, & Bauman, 2007; Fried, Maxey, Battani, Gurenlian, Byrd, & Brunick, 2017). Dental hygiene students who attend a medical university have the option to take required pre-requisite courses at a community college or a four-year university. All dental hygiene students transfer from another institution and all have the potential to exhibit transfer shock, which may contribute to a drop in GPA following the transfer to another institution. Transfer shock typically occurs for students who transfer from a community college to a university (Hills 1965; Ivins, Copenhaver, & Koclanes, 2016). This study investigates the impact of transfer shock on students who transfer into a dental hygiene program from a two-year community college as opposed to a four-year university. This study examined whether the type of institution, two-year community college versus a four-year university, attended prior to dental hygiene school is a predictor of success in a dental hygiene program in terms of ending program GPA and NBDHE first-attempt pass rates. After data analysis, results suggested that transfer shock did occur with both community college and four-year university students,. However, the four-year university group experienced less transfer shock than those who attended a community college during the first semester. Neither group increased their GPAs from the first to second semesters in the program. When comparing the entering GPAs with the end of program GPAs, both groups showed a significant drop. However, the community college group’s decrease in GPA was greater. Only five students in the total population (two from the four-year university group and three from the community college group) failed the NBDHE on the first attempt. Students who were unsuccessful in passing the NBDHE had final program GPAs that ranged from 2.2 to 2.45.

Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members’ answers indicated that a lack of time and administrative support created barriers to teaching online learning courses.

Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years.

Keywords: online education, dental education, web-based learning, distance learning, e-learning, faculty perception.

This study is designed to analyze the students' perceptions of the application process for a foreign-trained dental program. The goal was to add to the knowledge base the views of students who have experienced the application process of this type of program. Using a quantitative approach, the method of data collection was through a link to an online Likert survey which was emailed to graduates, first-year and second-year current students of the International Dental Studies (IDS) program at the University of the Pacific Arthur A. Dugoni School of Dentistry. Respondents were students who had experienced the IDS application process and had been accepted into the program. The study identified three topics: background, motivation and perception of fairness. The background information identified whether the participant was male/female and whether they were a current first-/second-year student or a graduate of the program. Motivation for applying was identified through questions about knowing someone who was in or had completed the program, and/or applied because of the program's reputation. Perception of fairness was determined by asking how the student felt about each required element of the process. By using structure based upon construct, which provides the researcher with a methodical review and configuration of the information, the study found that students had some views about application elements that, at times, conflicted with school's requirements. However, in general, the students felt the school was requiring the right elements for their application and were, therefore, basing their acceptance decisions on the correct requisites.

Implant dentistry has emerged as a very reliable and predictable option for replacing missing teeth. Implant education at the pre-doctoral level has been implemented in most parts of the world and is currently perceived as a fundamental discipline in dental education. Dental graduates today are expected to have knowledge and possess skills at the competence level in order to provide care for the growing number of patients seeking this treatment option, which may be the optimal option for the majority of their cases. However, very little is known about current trends, issues, and perspectives of implant dentistry education. This study builds a knowledge base about implant dentistry education in pre-doctoral dental education programs. It begins with an overview of the current state of implant dentistry education described in Chapter 1. Chapter 2 evaluates faculty perception in Kuwait University Faculty of Dentistry regarding case-based-learning, a pedagogy that has been recommended by multiple dental education institutions as the context within which pre-doctoral implant dentistry education should be taught. Chapter 3 presents an example of how case-based-learning pedagogy might be implemented in the form of a case report. Chapter 4 creates the link between faculty perception and student outcomes and presents an evaluation of students' competence level regarding pre-doctoral implant education. Finally, Chapter 5 provides a summary and synthesis of the three articles with a focus on placing this research within the larger body of scholarship on implant education and on identifying implications for policy, future scholarship, and practice.

Dental caries is a disease process, one that will not be eliminated by tooth repair alone. Caries is the most prevalent disease of children and the primary reason for most restorative dental visits in both adults and children. A risk-based approach to managing caries targets those in greatest jeopardy for contracting the disease and provides evidenced-based decisions to treat current disease and prevent it in the future. This dissertation focuses on an approach to diagnosing and managing caries disease that holds promise of transforming the ways dentists treat this disease. This approach focuses on assessing the risk of caries and designing an individualized treatment plan that treats the disease in the least invasive way possible known as "Caries Management by Risk Assessment" or CAMBRA. Taken in total, the chapters presented in this dissertation address the related problems of disseminating information about CAMBRA and influencing both the practice of dentistry and the education of dentists.

Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

At a dental hygiene program within a community college in New York State, clinical instructors are hired based on their expertise as practitioners. Most clinical instructors lack a background in adult learning theory and practice, which is an issue because their students are adult learners whose average age is 26. The instructors' lack of knowledge in this area challenges their effectiveness. The purpose of this qualitative case study was to explore dental hygiene instructors' views about what kind of professional development offerings related to adult learning might help improve their teaching effectiveness. The conceptual framework for this project study was Lave and Wenger's situated learning theory. Semi-structured interviews were conducted with 8 part-time clinical instructors from the same academic department. Data were analyzed using thematic analysis. Five themes emerged from data analysis: participants' commitment to teaching, experience with students' attitudes, desire for communication, satisfaction with students' successes, and need for professional development. These findings led to the design of a professional development program that includes content on behaviorism, humanism, social cognitive theory, cognitivism, constructivism, and experiential learning theory. The goals of the program include providing clinical instructors with a background in adult learning theory and identifying ways to implement adult learning theory into clinical instruction. In potentially improving the teaching effectiveness of clinical instructors, this study may result in the better preparation of dental hygiene students and, ultimately, lead to improved patient care.

Procura-se aqui abordar a reforma do ensino superior atualmente em curso no Brasil e os desafios para o docente universitário no campo científico da Odontologia. Em torno dessa questão, há um debate no qual suas distintas perspectivas estão articuladas a estratégias diferenciadas para a redefinição do papel do Estado. É preciso analisar em profundidade essa articulação para apontar as implicações de cada proposta, além daquelas ressaltadas pelos defensores de cada uma. Associadas a elas, há não só caminhos que estão sendo construídos e soluções que estão sendo propostas, que contêm tensões e dilemas, mas também experiências que continuam a dar sentido a políticas públicas e lutas sociais. O processo em que tais expressões se concretizam é parte integrante do contexto histórico da globalização (do capitalismo) e da globalização contra-hegemônica (das lutas sociais emancipatórias). Conclui-se que a reconfiguração da educação superior como um bem público exige a abertura das instituições universitárias às distintas frações da sociedade, a articulação da política educacional com as necessidades de toda a população. Nessa abertura, no entanto, há que se preservar a universidade enquanto espaço de crítica, sistematização e integração da ciência e da cultura. Cabe resguardar nas universidades públicas a iniciativa e a responsabilidade institucionais a respeito do ensino, dos programas de pesquisa, bem como dos projetos de extensão, garantindo-a como instituição autônoma e crítica.
It is tried here to approach the university reform now current in Brazil and the challenges for university professors in the scientific field of Dentistry. There is a discussion on that subject, in which their different perspectives are articulated to differentiated strategies in order to redefine of the role of the government. It is necessary to analyze in depth such articulation in order to point out the implications of each proposal, besides those stood out by the defenders of each one. In association to them, there are not only ways being paved and solutions being proposed, which contain tensions and dilemmas, but also experiences that continue to give sense to public policies and social fights. The process in which such expressions are made concrete belongs to the historical context of the globalization (capitalism) and of the against-hegemonic globalization (emancipatory social fight). In conclusion, the reconfiguration of higher education as a public property demands the opening of higher education institutions to the different fractions of the society, the articulation of the education policy with/to (?) the needs of the whole population. In such opening, however, one should preserve the university as a space for critique, systemization and integration of science and culture. Its proper to protect, in public universities, the initiative and institutional responsibility regarding teaching, research programs, as well as of the extension projects, guaranteeing its as autonomous and critical institutions.

A partir do processo de implementação do Sistema Único de Saúde, diversos desafios foram emergindo de um contexto histórico, pautado na exclusão. Diversas estratégias foram utilizadas no sentido de superar os problemas e, entre estas, se destaca o Programa de Saúde da Família, cujos princípios se norteiam pela proximidade do usuário, centralidade na família, trabalho multiprofissional. No entanto, a questão da falta de formação e preparo dos profissionais se apresenta principalmente que se refere ao tratamento humanizado. Neste sentido, o estudo foi construído sob o universo conceitual originado dos trabalhos de Paulo Freire, em particular aos conceitos referentes e articulados a temática da humanização. O presente trabalho objetivou investigar em que medida o modelo pedagógico universitário tem influências na formação do enfermeiro, do médico e do odontólogo com relação à humanização, que no marco teórico freireano significa o bem tratar do paciente, mas também a inserção do profissional como ator social transformador. Para tanto, foram investigados os cursos de Enfermagem, Medicina e Odontologia de uma Universidade Federal da Região Norte do Brasil, pautando-se na perspectiva qualitativa. Como técnicas, foram realizados um encontro de grupo focal para cada curso, com seis acadêmicos do último período. Na etapa seguinte, realizou-se entrevista semiestruturada e individual, com os acadêmicos que participaram dos Grupos focais. Utilizou-se, ainda, da análise documental das matrizes curriculares dos cursos. Os resultados indicam que o ensino em Enfermagem, em Medicina e em Odontologia apresenta talhe tradicional, narrativo e depositário, conforme Freire, direcionamento que implica na vivência desumanizadora do acadêmico durante o curso universitário e que, segundo o referencial teórico, se refletirá na postura futura dos educandos. Os resultados sugerem a premente necessidade de reorientação dos modelos pedagógicos dos cursos estudados, com vistas a formação de enfermeiros, médicos e odontólogos com prática pautada no pensamento histórico-político e crítico reflexivo.
From the process of implementation of the Single Health System, several challenges were emerging from a historical context, guided the exclusion. Several strategies were used to overcome the problems and, among these, are the highlights of the Family Health Program, whose principles are guiding the proximity of the user, centrality in the family, multidisciplinary work. However, the issue of lack of training and preparation of professionals presents mainly regard to the treatment humanized. Therefore, the study was built under the conceptual universe originated the work of Paulo Freire, in particular relating to the concepts articulated in the subject of humanization. This study aimed to investigate the extent to which the pedagogical model university has influence in the training of nurse, doctor and dentist with respect to the humanization, which in the theoretical framework freireano means and treat the patient, but also the inclusion of professional and social actor processor. For both, were investigated the courses of Nursing, Medicine and Dentistry of a Federal University of the north of Brazil, in the qualitative perspective. As techniques were performed a meeting of focus group for each course, with six of the last academic period. In the next stage, held up a semi-structured and individual, with the scholars who participated in focus groups. It was used, in addition, the analysis of the documentary matrices curricula of the courses. The results indicate that education in Nursing, Medicine and Dentistry presents cut traditional, narrative and depositary, as Freire, targeting implies that the experience during the course of the academic university, which, according to the theoretical reference, if reflect on the future posture of the students. The results suggest the urgent need for reorientation of the teaching models of the courses studied, with a view to training for nurses, doctors and dentists with guided practice in the historical-political thinking and critical reflection.

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O presente estudo teve como objetivo investigar os reflexos das propostas das Conferências Nacionais de Saúde Bucal referentes à formação do cirurgião-dentista, no âmbito do curso de odontologia de uma instituição privada de ensino da região do Grande ABC Paulista. Para tanto foram utilizadas três modalidades de pesquisa: bibliográfica, documental e empírica de campo, através das quais se procurou confrontar as propostas contidas nestas conferências com a literatura pertinente ao tema e com a prática docente na instituição pesquisada. A abordagem escolhida foi a quanti-qualitativa, sendo os dados obtidos interpretados por meio da técnica de análise temática de conteúdo. Os dados foram organizados em quatro eixos temáticos: docentes e o processo ensino-aprendizagem; docentes e recursos humanos auxiliares em odontologia; docentes e controle social; docentes e a formação para o SUS. Realizada a análise e interpretação dos dados concluímos que, embora o projeto pedagógico do curso da instituição pesquisada traga aproximações importantes em relação às propostas das Conferências Nacionais de Saúde Bucal, as práticas docentes ainda se mantêm distantes de tais propostas, sendo que as maiores aproximações são constatadas em relação à adoção de novas estratégias de ensinoaprendizagem e os maiores distanciamentos se referem à incorporação dos recursos humanos auxiliares em odontologia e à contextualização política da formação em saúde bucal, sobretudo, no referente à formação voltada para o SUS.
The purpose of the present study is to investigate the effects of the National Conferences on Buccal Health regarding formation of the dental surgeon in Dentistry in a private teaching institution of the “ABC” area, in the state of São Paulo. Bibliographic, documental and empirical field based-researches were used in this study, aiming to compare the proposals contained in these conferences with the available literature and with the academic practice in the investigated institution. This is a quantitative and qualitative study and the obtained data were analyzed by means of thematic content analysis. Data were organized into four thematic areas: faculty staff and the teaching-learning process; faculty staff and adjuvant human resources in dentistry; faculty staff and social control and faculty staff and formation for the SUS (Unique Health System). After analysis of data, it was concluded that although the pedagogical project of the investigated institution course approaches some important points in relation to the proposals presented in the National Conferences on Buccal Health, the academic practices still keep a distance from the new proposals, and the best approximation is observed in relation to the adoption of new strategies adopted in the teaching learning process and the greatest distance are regarding incorporation of adjuvant human resources in dentistry and the political contextualization of the buccal health formation specially regarding the SUS.
TEDE
BV UNIFESP: Teses e dissertações

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Dental education is going through important changes in preparing workers to meet the needs of the society and the labor market. For that reason, we studied the offering of comprehensive dental care clinics in Brazil with the aim of encouraging future curriculum changes focused on the training of general dental practitioners. An email questionnaire on educational organization and comprehensive care clinics of undergraduate programs was sent to each academic dental affairs dean. Sixty-seven (41.6%) dental schools agreed to participate. We observed that curriculum changes have contributed to modify the format of comprehensive care clinics. This was felt mainly (88,1%) with regards to workload and course offerings in different levels of the dental curriculum, thereby creating a favorable environment for generalist training. Most schools shared the following characteristics: clinical procedures were being prioritized according to level of complexity (95,5%), students were having the chance to attend courses in other programs (37,3%), and attempt to diversify teaching methods was being challenged (58,2%). Although progress in combining teaching and clinical services was reported by 83,6% of schools, most clinical procedures were still being performed intramurally (50,7%) in partnership with public service. There was also improvement in clinical mentorship due to the hiring of instructors qualified to work in comprehensive care clinics and with aptitude to supervise a wider range of dental procedures (58,2%). Further changes to Brazilian comprehensive care clinics should hence be encouraged and intensified to ensure appropriate generalist training for dental practitioners
A forma??o superior est? passando por mudan?as no sentido de formar profissionais com perfil mais adequado ?s necessidades da popula??o e do mercado de trabalho. Diante disso, analisamos o formato de oferta da cl?nica integrada em cursos de Odontologia do Brasil, na perspectiva de auxiliar e estimular processos de reformas curriculares que visem ? forma??o do cirurgi?o-dentista com perfil generalista. Para isso, utilizamos um question?rio eletr?nico com quest?es relacionadas ? organiza??o pedag?gica do curso e da cl?nica integrada, aplicado a coordenadores de curso. Participaram do estudo 67 escolas de Odontologia (41,6%). Observamos que as reformas curriculares est?o levando a mudan?as nas cl?nicas integradas, relacionadas, principalmente (88,1%), a amplia??o da carga hor?ria e oferta em diversos per?odos do curso, tornando-se um importante espa?o para a forma??o profissional generalista. Os resultados mostraram que a organiza??o dessas cl?nicas vem se dando por n?veis de complexidade de procedimentos odontol?gicos na maioria das escolas (95,5%) e a interdisciplinaridade em atividades junto a outros cursos (37,3%), bem como a diversifica??o das metodologias de ensino aprendizagem (58,2%) s?o desafios buscados no processo de mudan?a. Ocorrem avan?os na integra??o ensino e servi?o em 83,6% dos cursos, no entanto, com as atividades sendo desenvolvidas, majoritariamente, dentro das cl?nicas da pr?pria escola (50,7%) atrav?s de conv?nio com o servi?o p?blico. Avan?os ocorrem tamb?m na supervis?o docente com a inser??o de professores qualificados em cl?nicas odontol?gicas que orientam a maior parte dos procedimentos odontol?gicos (58,2%). Desse modo, o processo de mudan?a nas cl?nicas integradas deve ser estimulado e intensificado pois, caso contr?rio, poder? comprometer a forma??o profissional do cirurgi?o dentista generalista

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Dentistry, as a science and field of knowledge, has presented a substantial development in the last decades in the areas of research and education. The aim of this study was to evaluate the Brazilian scientific production in Dentistry, as from their methodological outlining, which characterizes the XXI Century. Five thousand two hundred and three study abstracts were evaluated, comprising works presented in the meetings of the Brazilian Society of Dentistry Research (SBPqO), during the period of 2001 to 2006. The main results identify that, as for the methodology used in the researches, there was a predominance of the studies of an individuate, interventionist and longitudinal nature; of the researches in the areas of Dentistry, Periodontology, Endodontics, Pedodontics and Collective Oral Health and experimental studies about clinical researches or with collective subjects. The inter and multidisciplinarity are pointed out in the outlining of this study, as the triad Education-Health-Research is discussed, so that they transcend in their fields of action, in the direction of the transdisciplinarity. It is concluded that, in the studied period, there was a reasonable and balanced production in Brazilian dental field
A Odontologia, como ci?ncia e campo do saber, tem apresentado um desenvolvimento substancial nas ?ltimas d?cadas na ?rea da pesquisa e educa??o. O objetivo deste estudo foi avaliar a produ??o cient?fica em Odontologia no Brasil, a partir de seus delineamentos metodol?gicos, que caracteriza o in?cio do s?culo XXI. Foram avaliados 5.203 resumos dos estudos apresentados nas reuni?es da Sociedade Brasileira de Pesquisa Odontol?gica (SBPqO) no per?odo de 2001 a 2006. Os principais resultados identificam que, quanto ? metodologia usada nas pesquisas, houve predom?nio dos estudos de natureza individuada, intervencional e longitudinal; das pesquisas das ?reas de Dent?stica, Periodontia, Endodontia, Odontopediatria e Sa?de Coletiva e dos estudos laboratoriais sobre as pesquisas cl?nicas ou com sujeitos coletivos. Tornam-se evidentes neste estudo a inter e a multidisciplinaridade no delineamento do estudo, por conta da tr?ade Educa??o-Sa?de-Pesquisa ser trabalhada a fim de que transcendam seus campos de a??o, rumo ? transdisciplinaridade. Conclui-se que, no per?odo estudado, houve equilibrada produ??o no campo odontol?gico brasileiro

O objetivo desse estudo foi avaliar a implementação da Odontologia para Pacientes com Necessidades Especiais como especialidade odontológica e sua projeção institucional na região metropolitana de São Paulo, no que diz respeito à formação de profissionais e provisão de serviços nessa área. Espera-se com a descrição e análise dos serviços avaliados, contribuir para o desenvolvimento de rotinas de atendimento aos pacientes com necessidades especiais, por parte de entidades e profissionais, bem como incentivar instituições formadoras a incrementar a oferta de recursos didáticos e motivar as entidades que não disponibilizam essa atividade aos seus educandos que o façam. Foram analisados três ambientes, nos quais o paciente com necessidades especiais pode receber atendimento odontológico e estudantes e profissionais formados podem receber educação odontológica na especialidade doze faculdades de Odontologia, três cursos de especialização e três centros de atendimento especializados. Em função da amplitude temática e institucional envolvida, propôs-se o seguinte recorte: pacientes com paralisia cerebral (representando o grupo de pacientes com deficiências neurológicas ou psicomotoras), pacientes com aids (representando o grupo de pacientes com doenças infecto-contagiosas) e pacientes com diabetes (representando o grupo de pacientes com doenças crônicas). Por meio de entrevistas semi-estruturadas, professores, gestores e cirurgiões-dentistas foram convidados a fornecer informações sobre as estruturas de suas unidades e o modelo educacional proposto a seus orientandos. Concluiu-se que a Odontologia para Pacientes com Necessidades Especiais é uma realidade no contexto urbano pesquisado. As instituições estudadas proporcionam serviços relevantes aos pacientes com necessidades especiais, porém o sistema educacional nessa área emergente da Odontologia ainda não supre as necessidades odontológicas desses pacientes, e as faculdades não contemplam adequadamente a formação de seus alunos com uma visão holística desses pacientes, deixando a desejar no cumprimento de sua obrigação social de integração e inclusão dos pacientes com necessidades especiais. Propugna-se que a Odontologia para Pacientes com Necessidades Especiais deva ser inserida nas grades curriculares das faculdades de Odontologia como uma disciplina essencial na formação técnica e humanística do futuro cirurgião-dentista.
The aim of this study was to evaluate the implementation of Special Care Dentistry as dental specialty and its institutionalization in the metropolitan region of Sao Paulo, as regards professional training and the provision of services in this area. It is hoped that the description and analysis of evaluated services, contribute to improve the provision of services aimed at these patients by institutions and professionals, as well as encouraging educational institutions to increase the supply of teaching resources and motivate entities that do not offer this activity to their students to do so. We analyzed three environments in which the patient with special needs can receive dental care and dental students and professionals can receive dental education in the specialty - twelve dental schools, three courses of specialization and three specialized centers for dental services. In accordance with the scope and institutional themes involved, we selected patients with cerebral palsy (representing the broad group of patients with neurological or psychomotor deficits), AIDS patients (representing the broad group of infectious diseases) and patients with diabetes (representing the broad group of chronic diseases). Managers, teachers and dentists were asked to provide information about the structures of its units and the educational model proposed to their students by answering to semi-structured interviews. We concluded that the Special Care Dentistry is a reality in the urban setting researched. The institutions studied provide relevant services to patients with special needs, but the educational system in this emerging area of dentistry does not meet the needs of dental patients, and colleges do not address adequately the education of its students with a holistic view of these patients, and do not fulfill their social obligation to integrate and include patients with special needs. We advocate that the Special Care Dentistry must be included in the curricula of dental schools as an essential discipline in the humanities and technical training of future dentists.

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The professors of the graduation courses in Dentistry are considered unprovided of certain types of knowledge which are inherent to the practice of higher education due to the fact that they are graduated in a bachelor‟s degree mode. Therefore, a question arises: how are they educated to practice teaching? For this reason, we present a short history about the interface health and higher education and this professor‟s educational processes. We also discourse upon the National Curriculum Guidelines for the graduation courses in Dentistry because those guidelines propose changes in the profile of the professionals, which demand a need for changes in the profile of the professor who educates those professionals. The present study aimed at analyzing the educational processes of the professors of the graduation courses in Dentistry and the context of implementation of the National Curriculum Guidelines. For this purpose, we investigated the pedagogical projects of the courses regarding teaching; we raised the professors‟ academic profile, the identification of experiences related by professors about their educational processes and perspectives in the context of implementation of the National Curriculum Guidelines, as well as the verification of the relation of those processes and the professors‟ knowledge of that document. We developed the study in the State of Goiás within the years of 2009 and 2010 and we used a quanti-qualitative methodology in three stages: analysis of documents, a self-applicable questionnaire, and a semi-structured interview. We opted for thematic analysis, which is one of the types of content analysis, and we made use of data triangulation. The main results we found were: there is little mention of potential educational processes in the Pedagogical Projects of the courses; the educational processes we found include family influence, schooling, interpersonal relationships, culture, socio-geographical characteristics, leisure activities, and professional experience. The professors presented little knowledge about the National Curriculum Guidelines and we did not find a direct relation between this knowledge when one or another educational process in present. The professors‟ formation does not take place in the professional dimension only. It is also personal, and the actors who are involved in this formation can be gathered as individual, collective, and/or institutional
Os professores dos cursos de graduação em Odontologia são considerados desprovidos de alguns saberes inerentes ao exercício da docência no ensino superior, por serem formados na modalidade bacharelado. Assim, passa a ser uma questão compreender como se constituem para o exercício da docência. Para tal, apresenta-se breve histórico sobre a interface saúde e ensino superior e os processos formativos desse professor. Discorre-se também sobre as Diretrizes Curriculares Nacionais para os Cursos de Graduação em Odontologia, porque estas propõem mudanças no perfil dos profissionais, o que demanda a necessidade da mudança no perfil do professor formador deste profissional. O presente estudo teve por finalidade analisar os processos formativos dos professores dos cursos de graduação em Odontologia e o contexto de implementação das Diretrizes Curriculares Nacionais. Para tanto, foi feita a investigação dos projetos pedagógicos dos cursos quanto à docência, o levantamento do perfil acadêmico dos professores, a identificação das experiências relatadas pelos professores sobre seus processos formativos e perspectivas no contexto de implementação das DCNO, assim como a verificação da relação desses processos e o conhecimento desse documento pelos professores. O estudo desenvolvido no Estado de Goiás, nos anos de 2009 e 2010, utilizou a metodologia quanti-qualitativa em três etapas envolvendo a análise documental, o questionário auto-aplicável e a entrevista semi-estruturada. Optou-se pela análise temática, uma das modalidades de análise de conteúdo, e foi feita a triangulação desses dados. Os principais resultados encontrados foram: nos Projetos Pedagógicos dos Cursos há pouca menção sobre possíveis processos formativos; os processos formativos encontrados abrangeram a influência familiar, a formação escolar, os relacionamentos interpessoais, a cultura, as características sócio-geográficas, as atividades de lazer e a experiência profissional. Os professores apresentaram pouco conhecimento sobre as DCNO e não se encontrou relação direta entre este conhecimento ao estar presente um ou outro processo formativo. A constituição dos professores se dá não apenas na dimensão profissional, mas também na pessoal, assim como os atores envolvidos nesta constituição podem ser agrupados em individual, coletivos e/ou institucionais.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A Bioética, a Ética Profissional e a Odontologia Legal estudam aspectos presentes na Odontologia, tanto no relacionamento profissional-paciente, como no próprio atendimento clínico, entre outros temas. O estudo consiste em uma análise quantitativa e qualitativa do perfil de ensino das disciplinas de Bioética, Ética Profissional (ou Deontologia) e Odontologia Legal das Faculdades de Odontologia Brasileiras. A coleta de dados ocorreu por meio de questionários semi-estruturados enviados por e-mail e correspondência. Para a análise qualitativa, empregou-se a análise de conteúdo das perguntas abertas, por meio da técnica de análise de categorização temática, conforme preconizado por Bardin, já para a análise quantitativa utilizou-se o levantamento das freqüências absolutas e relativas das respostas. Dentre as 182 Faculdades de Odontologia em atividade no Brasil, 57 (31,3%) apresentam na sua grade curricular a disciplina Bioética, 100 (54,9%) Ética Profissional e 121 (66,5%) Odontologia Legal, sendo que o retorno de questionários à pesquisa foi 38(66,7%), 48(48%) e 61(50,4%), respectivamente. Os principais assuntos abordados na disciplina de Bioética são dilemas bioéticos (76,3%) que tratam, principalmente, sobre questões polêmicas e atuais como clonagem, aborto, transplante de órgãos, atendimento do paciente portador de HIV, enquanto na disciplina de Ética Profissional foi o Código de Ética Odontológica (52%) e na Odontologia Legal foi a Identificação (78,7%). Com relação às sugestões para a melhoria do ensino nas disciplinas, foram mencionadas a interdisciplinaridade e aplicabilidade com as demais, tanto nos cursos de graduação como nos cursos de pósgraduação. Observou-se que as disciplinas são geralmente ministradas de forma teórica (77,8%), (60,4%) e (52,2%). As principais formas de avaliação são: prova escrita (100%), (93,8%) e (100%)...
Bioethics, Professional Ethics and Forensic Dentistry are matters of interest for Dentistry, in the patient/professional relationship and in the clinical attendance, among others. This study consists of a quantitative and a qualitative analysis of the teaching profile of the Bioethics, Professional Ethics (or Deontology) and Forensic Dentistry disciplines in the Brazilian Dental Schools. The data were collected by semi-structured questionnaires sent to all Brazilian Dental Schools. The qualitative analysis was based on the analysis of the contents of the open questions, employing the thematic categorization analysis, as advocated by Bardin. The quantitative analysis was based on calculating the absolute and relative frequencies of the answers. Among all the 182 Brazilian Dental Schools, 57 (31.3%) present Bioethics, 100 (54.9%) present Professional Ethics and 121 (66.5%) present Forensic Dentistry in their teaching curricula. The return of questionnaires was 38 (66.7%), 48 (48%) and 61 (50.4%) for Bioethics, Professional Ethics and Forensic Dentistry, respectively. The principal themes broached in the Bioethics discipline are the bioethical dilemmas (76.3%), related mainly to polemical and up-todate questions, like cloning, abortion, organ transplantation and attending the HIV-bearing patient. In the Professional Ethics discipline, the main interest focuses on the Ethical Code for Dentistry (52%) and in Forensic Dentistry it is the Identification (78.7%). As suggestions for improving the teaching of these disciplines were mentioned the interdisciplinary relation and applicability, in the graduation as well as in the post-graduation courses. It was noticed that, in general, the disciplines are treated theoretically (77.8%, 60.4% and 52.2%). Evaluation of the teaching consists mainly in written tests (100%, 93.8% and 100%) and seminars (75%, 54.2% and 45.9%). Most of the Dental Schools... (Complete abstract click electronic access below)

O Sistema Único de Saúde (SUS) avançou muito desde o seu surgimento, entretanto, ainda existem muitos desafios que precisam ser superados. Entre eles, encontram-se a qualificação e a formação dos profissionais de saúde. Os cursos de graduação em saúde têm privilegiado uma formação tecnicista e fragmentada, incapaz de formar a força de trabalho necessária à resolução dos problemas de saúde da população brasileira. Neste sentido, há necessidade de desenvolver instrumentos direcionados ao incentivo de mudanças curriculares no ensino superior em saúde, tendo como um dos eixos a interação com os serviços de saúde. Cita-se, nesse contexto, o Programa de Educação pelo Trabalho para a Saúde (PET-Saúde). A presente investigação se propôs a avaliar o PET-Saúde instituído na Universidade de São Paulo (USP), campus Capital. Os sujeitos do estudo foram tutores, preceptores e alunos de odontologia que integraram o Programa em algum momento da sua existência. Foi utilizada uma abordagem qualitativa, sendo a coleta de dados realizada com o auxílio das técnicas Delphi e de Grupo Focal. O tratamento do material coletado foi orientado pela análise de conteúdo. Os dados levantados evidenciaram que, apesar das mudanças já implementadas, o modelo formador em odontologia apresenta fragilidades no sentido de atender completamente as Diretrizes Curriculares Nacionais (DCN), visto que é persistente a tendência tecnicista, biologicista e fragmentada. Os sujeitos reforçaram que a aproximação dos estudantes com os cenários de prática é capaz de auxiliar no processo formativo de alunos e na qualificação de profissionais inseridos nos serviços e professores dos cursos de graduação em saúde. Além disso, o PET-Saúde proporciona a ampliação do olhar do estudante em direção ao processo saúde/doença e o despertar para atuação futura no âmbito do SUS. A imersão no Programa foi responsabilizada pela quebra de pré-conceitos e pela consequente compreensão da organização da Atenção Primária e do trabalho desenvolvido no setor. Uma das vantagens apontadas pelos moldes de interação ensino-serviço do PET-Saúde consiste no estabelecimento da interdisciplinaridade no processo formador o que, dentre outras características, o conforma como um modelo de interação ensino-serviço mais próximo do ideal almejado. Como principais limites foram apontados a incompatibilidade de horários entre os protagonistas do programa, a distância dos cenários de prática em relação às unidades de ensino, além da ausência de diretrizes operacionais claras e da heterogeneidade de organização das atividades pelas unidades de saúde. Os resultados do estudo traduzem o PET-Saúde como um poderoso instrumento de indução de mudanças na concepção dos profissionais de saúde, contribuindo para uma formação condizente com as necessidades do SUS.
The Unified Health System of Brazil has advanced greatly since itsestablishment, but there are many challenges that need be overcome. Among them are the qualification and the education of health workers. Health courses have privileged a technicist and fragmented education, that is unable to create the workforce needed to solve the health problems of the Brazilian population. So there is a need to create instruments directed to the encouragement of curriculum changes in the higher health education , based on the interaction with health services. In this context, the Education Program of Work for Health is pointed out. The research evaluated the Education Program of Work for Health established at the University of São Paulo, Brazil. The study subjects were dental students, preceptors and tutors in the program. A qualitative approach was used and data collected using the Delphi technique and focus group. The material obtained was treated by Bardin analysis of content . Data collected evidenced that despite changes already implemented, dentistry education model presents fragilities onfully meeting the National Curriculum Guidelines since much students keep the technicist, fragmented and biologicist tendency. The subjects reinforcedthat students approximation with practice scenarios is able to assist in the formation process of students and qualification of professionals inserted in services and of health courses professors. Moreover, the Education Program of Work for Health provides a wider view from students toward the health/disease process and also an awakening for later operating in the Unified Health System. The immersion in the program was responsible for breaking preconceptions and for the consequent understanding of the organization of Primary Care and of work in the sector. One of the advantages pointed by the model of interaction between teaching and service by the Education Program of Work for Health is the establishment of interdisciplinarity in the formation process that, among others characteristics, conforms it as a model of interaction between teaching and service closest to the desired ideal. The incompatibility of schedules between the protagonists of the program, the distance of the practice scenarios in relation to teaching units besides the absence of clear operational guidelines and diverse organization of activities by health units were pointed as the main limitations. The study results reflect the Education Program of Work for Health as a powerful tool to induce changes in the conception of health professionals, contributing to an education consistent with the needs of the Unified Health System.

INTRODUCCIÓN: El conocimiento didáctico del contenido (CDC) es el saber que utilizan los profesores experimentados en el proceso de enseñanza, que les permite representar y formular el cuerpo de conocimiento de una materia de manera que resulte comprensible para los estudiantes. OBJETIVO: La finalidad de esta investigación fue describir, analizar y explicar los procesos de elaboración e incorporación del conocimiento didáctico del contenido de profesores de odontologia bien considerados por la comunidad acadèmica. MÉTODO: Por la naturaleza del problema, el diseño metodológico se enmarcó dentro de una metodologia cualitativa con estudio de caso, para ello se optó por un enfoque ontoepistémico e interpretativo en su modo naturalista basado en la observación, descripción contextual a través de observación directa no participante, entrevistas profundidad y análisis documental. El trabajo de campo que lo sustenta se realizó entre enero y mayo del 2015, e incluyó la observación del quehacer diario de tres odontólogos-docentes bien considerados por la comunidad acadèmica de la Carrera de Odontología de la Universidad de los Andes en Santiago de Chile. Para el análisis de los datos se utilizó un modelo de análisis principalmente inductivo a través de la estrategia de las comparaciones constantes propuesta por Glaser y Strauss (1967) combinando la codificación inductiva de categorías con la comparación constante entre elllas. Se utilizó un esquema de dos niveles de análisis realizando una reducción de datos desde la extracción de unidades de significado, categorización de las mismas y agrupamiento en metacategorias. Para facilitar la segmentación y análisis de los datos se utilizó el programa de análisis cualitativo (ATLAS Ti). Se abordaron los casos realizando un estudio individual de cada docente y un estudio comparativo de los profesores involucrados por medio de ejes cualitativos coincidentes o discordantes en los tres casos. RESULTADOS: Giran en torno a seis metacategorías: actitudes y creencias sobre el proceso de enseñanza y aprendizaje en ontodología, clima emocional durante el aprendizaje, fuentes del conocimiento disciplinar, fuentes del CDC, manifestaciones del CDC en prácticas de enseñanza y proceso formativo pedagógico profesional.
INTRODUCTION: The Pedagogical Content knowledge (PCK) is the knowledge used by experienced teachers in the teaching process, which allows them to represent and formulate the body of knowledge of a subject in a way that is undertandable to students. OBJECTIVE: The purpose of this research is to describe, analyze and explain the processes of elaboration and incorporation of Pedagogical Content didàctic knowledge of well-considered dentistry professors by the acadèmic community. METHOD: The methodological design was framed within a qualitative methodology with case study, for which an ontological and interpretative approach was chosen in its naturalístic mode based on observation, contextual description through non-participant direct observation, depth interviews and documentary analysis. This research was carried out by the acadèmic community on 3 well considered professors of the Odontology Career of the Universidad de los Andes in Santiago de Chile. For the analysis of the data a mainly inductive analysis model was used through the strategy of constant comparisons proposed by Glaser and Strauss (1967) combining the inductive coding of categories with the constant comparison between them. A scheme of two levels of analysis was used, making a reduction of data from the extraction of units of meaning, categorization of them and grouping into meta-categories. To make the sementaton and analysis of the data easier, the qualitative analysis program (ATLAS Ti) was used. The cases were approached by carrying out and individual study of each teacher and a comparative study of the teachers involved by means of coincident or discordant qualitative axes in the three cases. RESULTS: The results turn out into around six meta-categories: attitudes and beliefs about the teaching and learning process in dentistry, emotional climate during learning, sources of disciplinary knowledge, PCK sources, PCK manifestations in teaching practices and professional pedagogical training process.

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In attempting to understand the formation of Dental Surgeons graduation to work in the Unified Health System (SUS), several studies have been conducted. In this studie, we analyzed necessary skills that students need to work in Family Health Program, under perspective of teachers from a Dentistry University, in the city of Goiania. We conducted an exploratory, quantitative and qualitative approach, through a questionnaire, it was sent to 54 teachers of the Dentistry university and we obtained a rate of 76% (n = 35) of useful answers. Emerged from the analysis of discourses four categories: Profile of Egress, Egress Limitations Profile, Limitations of institution Curriculum Difficulties Operationalizing the Proposal Guidelines. In the analysis of the first category - Graduates' profile - obtained three subcategories: Adaptation to Reality, General Training and Specific Training. These identified characteristics of the student according to guided by CNCP, we observed that the profile should not be completely generalistic, in order to realize a minimum and primary care without the need for a subsequent specialization. In analyzing the second category - Limitations Profile Graduates - obtained two subcategories: the amplitude profile and clinical competence. In These occurred the challenge of prepare the students to reality and there was teachers' dissatisfaction with the results of practice due to loss in clinical competence of students. In the analysis of the third category - Limitations of Curriculum Institution - was obtained three subcategories: strengths and weaknesses of the curriculum, distribution of workload and student evaluation. These occurred dissatisfaction of teachers with excessive workload of one discipline and a lack of understanding the purposes of the guidelines by teachers, deficiency in the seizure of the contents. In analyzing the fourth category - Difficulties Operationalizing the Proposal Guidelines - obtained six subcategories: interdisciplinarity, knowledge of SF, limitations of the health service, use of educational resources, knowledge of the CNCP and problems in the administrative structure of the course. In these, the teachers worked with diverse active methodologies, creating opportunities for critical intervention, ensuring an innovative training for the student, identified problems in care and consumn materials caused by disability in clinical content and clinical workload. Teachers defend comprehensive education through skills, with the predominance of competence "Health Care" in the syllabus and of "Decision taking" in the disciplines worked. Seeking to ensure proper implementation of the curriculum and quality of education of the student, it was concluded that: the Guidelines by itself are not sufficient to approximate curriculum of the School of Dentistry to reality and social demands; There is need to achieve interdisciplinarity, overcome the deficiencies of the public health service's (SUS) and seek a greater understanding of the purposes of the Guidelines by teachers.
Na tentativa de compreender a formação do Cirurgião-Dentista durante a graduação para o exercício da profissão no Sistema Único de Saúde (SUS), vários estudos têm sido realizados. Neste, analisou-se as competências necessárias aos discentes para atuar na Saúde da Família, sob o olhar dos docentes de uma Faculdade de Odontologia de Goiânia. Realizou-se o estudo exploratório de abordagem quanti-qualitativa, por meio da aplicação de questionário, que foi enviado a 54 docentes desta Faculdade de Odontologia e obteve-se uma taxa de resposta de 76% (n=35). Emergiram da análise dos discursos quatro categorias: Perfil do Egresso, Limitações do Perfil do Egresso, Limitações do Currículo da Instituição e Dificuldades em Operacionalizar a Proposta das Diretrizes. Na análise da primeira categoria - Perfil do Egresso – obteve-se três subcategorias: Adequação a Realidade, Formação Geral e Formação Específica. Nestas, identificaram as características do aluno de acordo com o orientado pelas DCNO, observaram que o perfil deveria ser totalmente generalista, devendo realizar um atendimento mínimo e básico, sem necessitar de uma posterior especialização. Na análise da segunda categoria - Limitações do Perfil do Egresso – obteve-se duas subcategorias: amplitude do perfil e competência clínica. Nestas, ocorreu o desafio de formar para a realidade e houve insatisfação dos docentes com os resultados da prática, devido a perda na competência clínica do aluno. Na análise da terceira categoria - Limitações do Currículo da Instituição – obteve-se três subcategorias: potencialidades e fragilidades da matriz curricular, distribuição de carga horária e avaliação discente. Nestas, ocorreu descontentamento dos docentes com a carga horária excessiva de uma disciplina e a falta de entendimento dos propósitos das diretrizes pelos docentes, deficiência na apreensão do conteúdo. Na análise da quarta categoria - Dificuldades em Operacionalizar a Proposta das Diretrizes – obteve-se seis subcategorias: interdisciplinaridade, conhecimento acerca da SF, limitações do serviço de saúde, utilização de recursos educativos, conhecimento acerca das DCNO e problemas na estrutura administrativa do curso. Nestas, os docentes atuaram com metodologias ativas diversificadas, criando possibilidades de intervenção crítica, assegurando uma formação inovadora para o aluno, identificaram problemas no atendimento e nos materiais de consumo em função da deficiência em conteúdo e carga clínica. Os docentes defenderam uma formação integral por meio das competências, com o predomínio da competência “Atenção à Saúde” nos planos de ensino e da “Tomada de Decisão” nas disciplinas trabalhadas. Em busca de garantir uma adequada implantação do currículo e qualidade na formação do aluno, concluiu-se que: só as Diretrizes não são suficientes para que o currículo do Curso de Odontologia se aproxime da realidade e das demandas sociais; existe necessidade de concretizar a interdisciplinaridade, superar as deficiências do serviço de saúde do SUS e buscar um maior entendimento dos propósitos das Diretrizes por parte dos professores.

A formação dos profissionais de saúde ainda está distante dos princípios e diretrizes do Sistema Único de Saúde (SUS). As propostas publicadas pelas Diretrizes Curriculares Nacionais (DCN) para o curso de odontologia, em 2002, visam preencher essa lacuna por meio da articulação entre as Instituições de Educação Superior (IES) e o SUS. Trata-se de estudo qualitativo, descritivo e exploratório sobre o sentido das atividades realizadas nos cenários de prática do SUS, sob o ponto de vista dos alunos do curso de odontologia de uma IES privada localizada no interior de São Paulo, à luz das DCN e do projeto político pedagógico (PPP) do referido curso. A pesquisa ocorreu no site da rede social do Facebook, em grupos secretos de discussão com 10 discentes, utilizando questões abertas relacionadas à odontologia, ao SUS e à graduação, entre novembro de 2014 e julho de 2015. Durante o processo, descobriu-se que 8 alunos trabalhavam no SUS como auxiliares e técnicos de saúde bucal e uma auxiliar de enfermagem, fato que influenciou na construção e condução das perguntas. As opiniões dos alunos, o PPP da IES estudada e o documento das DCN foram analisados por meio dos Mapas Conceituais (concebidos por Novak e Cañas), e em seguida, validados, respectivamente, pelos discentes, pelo coordenador do curso de odontologia estudado, e pela representante da Associação Brasileira de Ensino Odontológico (ABENO). Para aprofundar a análise das distintas vivências e pontos de vistas, utilizou-se a técnica de análise de conteúdo temática de Bardin. A discussão dos resultados evidenciou que além de ser possível ocorrer práticas pedagógicas nos cenários de prática do SUS, também é provável o aprendizado de competências e habilidades descritas pelas DCN. O potencial transformador desses cenários de prática possibilitou, nessa pesquisa, a proposição de estratégias para a realização de atividades no SUS alinhadas às DCN.
The training of health professionals is still far from the principles and guidelines of the Unified Health System (SUS). Proposals published by the National Curricular Guidelines (DCN) for the dentistry course in 2002, aim to fill this gap through the articulation between Higher Education Institutions (HEI) and SUS. It is a qualitative, descriptive and exploratory study on the direction of activities in the SUS practice settings, in the course of the students\' perspective of dentistry of a private institution located in São Paulo, in the light of DCN and the political pedagogical project (PPP) of that course. The survey took place on the Facebook social networking site in secret discussion groups with 10 students, using open questions related to dentistry, SUS and graduation, between November 2014 and July 2015. During the process, it was discovered that 8 students working in SUS as assistants and technicians of oral health and a nursing assistant, a fact that influenced the construction and conduct of questions. The opinions of students, the PPP IES study and document the DCN were analyzed using concept maps (designed by Novak and Cañas), and then validated, respectively, by the students, the dentistry course coordinator studied, and the representative of the Association of Dental Education (ABENO). To deepen the analysis of the different experiences and points of view, we used the technique of thematic content analysis Bardin. The discussion of the results showed that besides being can occur pedagogical practices in SUS practice settings, it is also likely learning skills and abilities described by DCN. The transformative potential of these practice settings enabled, this research, to propose strategies for carrying out activities in the SUS aligned with DCN.

Orientadores: Paulo Roberto Madureira, Nelson Filice de Barros
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: A necessidade de melhorar os índices epidemiológicos de saúde bucal e ampliar o acesso da população brasileira às ações a ela relacionadas - em termos de promoção, proteção e recuperação - impulsionou a decisão de orientar as práticas de intervenção, valendo-se, para tanto, de sua inclusão na estratégia de Saúde da Família. Entretanto, a reorganização dentro desse novo modelo requer profissionais capacitados, com uma visão ampliada de saúde, capazes de compreender indivíduos, famílias e comunidade de forma sistêmica e integral; requer também currículos e programas de capacitação orientados para atender a essas necessidades, em consonância com a realidade dos sistemas municipais, de modo a permitir que tais profissionais intervenham de forma qualitativa - no sentido de planejar, desenvolver e avaliar as ações de saúde bucal, buscando responder às necessidades da comunidade. O objetivo deste estudo foi resgatar a história da odontologia no Brasil, para buscar o conceito da saúde bucal coletiva, e, ao considerar o papel formador da escola, bem como os limites conferidos pelas instituições de saúde, discutir a relação entre a formação dos cirurgiões-dentistas e a prática realizada. O instrumento utilizado foi um questionário estruturado com questões fechadas, para abordar o perfil profissional dos cirurgiões-dentistas da rede básica do município de Campinas, e complementado com quatro questões dissertativas que serviram de subsídios para verificar a visão que esses dentistas têm sobre a política de saúde na qual eles estão inseridos e a relação da formação com a prática atualmente realizada. Os resultados mostraram que grande parte dos cirurgiões-dentistas participantes da pesquisa apresenta idade entre 37 e 46 anos, com o predomínio do sexo feminino e na sua maioria casados; com a média de 17 anos de experiência profissional, iniciaram a sua formação antes da década de 90, não tendo, portanto, formação para o Sistema Único de Saúde (SUS) nos cursos de graduação. Os dentistas consideram que a aproximação com o SUS, o Programa de Saúde da Família (PSF) e o Paidéia, se deram a partir de iniciativas da Secretaria Municipal de Saúde de Campinas, por meio da promoção de cursos de educação permanente
Abstract: The necessity to improve epidemiological indexes of oral health and to increase access of Brazilian population to public health services and its related actions - promotion, protection and recovery - stimulated the decision to guide the practices of intervention, taking advantage of its inclusion in the Family Health Strategy. Nevertheless, the reorganization within this new model requires professionals qualified with a broad vision of health, capable of understanding individuals, families and communities in an integral way. Therefore, it is necessary that the professionals are capable of intervening in a qualitative way, planning, developing and evaluating oral health actions, aiming to answer the needs of the community. Curriculums and capacitating programs oriented towards attending these needs in agreement with the reality of municipal systems are required. The aim of this study was to reconstruct the history of dentistry in Brazil in order to search the concept of collective oral health and, while considering the school formative role as well as the limits conferred by health institutions, discuss the relation between the instruction of dentists and the practice realized. The instrument used was a structured quiz with questions to approach the professional profile of the dentists of the basic public health service of Campinas. The quiz, complemented with four dissertating questions, served to verify the vision that these dentists have about public health policy in which they are involved and verify the relation between the instruction and practice realized nowadays. The results demonstrated that a high percentage of dentists participating in the research were between 37 and 46 years old, predominantly females and married. The mean professional experience was 17 years and dentists had their studies started before the 90?s decade; consequently they did not have preparation for the Brazilian National Health System during undergraduate period. The dentists consider that their approximation with Brazilian National Health System, Family Health Program and PAIDEIA programs happened through initiatives of the Municipal Secretary of Health of Campinas, by promotion of permanent educational courses
Doutorado
Saude Coletiva
Doutor em Saude Coletiva

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O tema desta Tese é a Escola de Pharmacia e Odontologia de Uberaba (Escola de Uberaba) e as estratégias adotadas pelo seu fundador e proprietário, Dr. Francisco Mineiro de Lacerda, no processo de constituição e consolidação desta instituição de ensino superior. Tive por objetivo apresentar a história da Escola de Pharmacia e Odontologia de Uberaba tendo como baliza a Reforma Educacional de 1931 e os motivos que levaram ao fechamento deste empreendimento em 1936. Como referencial teórico dentro do campo da história das instituições escolares, buscamos em Magalhães (1999, p. 61) a segurança de que “a história das instituições educativas constituiu [e constitui] um domínio do conhecimento”. Como fonte documental, utilizei um conjunto de documentos originais desta instituição presente no Arquivo Público de Uberaba, assim como diversos periódicos locais, atas e pareceres do Conselho Nacional de Educação. O resultado da pesquisa foi seu visível avanço sobre as bibliografias que trataram desta mesma temática, demonstrando que a Escola de Uberaba foi vitima de seu próprio tempo e de sua própria história. A Revolução de 1930 fez sua parte e surpreendeu com a dura gestão educacional iniciada por Francisco Campos por meio de sua Reforma Educacional, tendo como consequência, direta ou indireta, o fechamento de inúmeras instituições de ensino superior no país, dentre elas, a Escola de Pharmacia e Odontologia de Uberaba.
The theme of this thesis is the Pharmacy and Dentistry School of Uberaba (Uberaba School) and the strategies undertaken by Mineiro Lacerda, his chief officer, to the constitution and consolidation of the school. It aims to present the history of School Pharmacy and Dentistry having as goal to analyze why this institution of higher education succumbed after the Education Reform 1931, understanding the attempted process of formation and consolidation of institution of higher education in the Triangulo Mineiro area. The theoretical framework in the field of History of School Institutions, based on Magalhães (1999, p. 61) is the certainty that "the history of educational institutions was [and is] a domain of knowledge". As the main source we used a set of documents found in the Public Archives of Uberaba. This is a collection of documents of the Pharmacy and Dentistry School. The Lavoura e Commercio newspaper and the opinions of the National Council of Education were also primary sources of the survey. Among the findings is greater accuracy of the facts, based the documents analyzed on the history of Uberaba School. Through this work it was possible to analyze the consequences of the 1931 Reform for this private higher education institution, as it was before the reform; and which was considered a strategic location of pharmaceutical training and dentists in the Triangulo Mineiro and region. The termination of the activities of Uberaba School was accompanied by the closing down of many institutions of higher education in the country.

This study examined if dental students could increase their level of reflective skills over time through composing reflective blogs during their introduction to patient care in their course, Clinical Practice of Dentistry I, and to document and analyze student perceptions of the use of reflective blogs, particularly pertaining to the clinical and metacognitive skills. The participants of this study included 69 third-year dental students. Reflective blogs were analyzed using a reflective rubric adapted from Wetmore, Boyd, Bowen & Patillio, 2010. Student perceptions regarding the use of reflective blogs were documented through a 14-question Likert-opinion survey and focus group interviews. Findings indicated reflective thought level increased significantly in all six reflective thought categories across the three assessed blogs. Overall, student perceptions of the use of reflective blogs were positive as based on a five-point Likert scale survey. They reported particularly high percentages for "I feel comfortable about reflecting on my clinical experiences" at ~ 90% Agree, "Reflective journals allow me to focus and think things over" at ~ 83% Agree, followed by "Reflective journals develop my ability to monitor and reflect on my own thinking processes"~ 74%. Both the qualitative and quantitative results of this study provide favorable evidence that reflective journaling is effective and in large measure is appreciated by students in their clinical phase of dental medical education.

Philosophiae Doctor - PhD
High attrition, low retention and low throughput are major problems facing South African higher education institutions. These problems have been attributed to student under-preparedness as a result of the legacy of apartheid education provision and associated limited academic opportunities available to working-class learners. South African studies indicate that black and working-class students are less likely to perform well than their middle-class peers. In the health sciences poor academic achievement is frequently associated with poor clinical competence. Diminished clinical competence has the potential to compromise patient treatment success. This study, therefore, set out to examine the influence of diversity, with particular reference to race and social class, and the educational climate in shaping the clinical competence of students in an oral health program at a Faculty of Dentistry in South Africa. The purpose of the study was to understand the relationship between diversity, educational climate, and clinical competence so as to better support the learning of all students in the oral health program. Two concepts informed the theoretical parameters of the study – diversity and educational climate. In addressing diversity, Bourdieu’s construct of economic and cultural capital provided the conceptual tools for examining the extent to which students’ race and social class locations shaped their readiness for higher education and hence influenced their experiences and performance in the program. In terms of the educational climate, Tinto’s constructs of social and academic integration, provided the lens for explicating students’ persistence in the program, taking into account their social and academic experiences. Set in a qualitative paradigm, a case study design was used, based on its characteristic principles of bounded place, context, time and activity. The cohort was the first-year class of 2007 in the oral health program. The students of the cohort were tracked longitudinally from 2007 to 2010. Data was gathered from a range of quantitative and qualitative sources, such as, analysis of faculty documents, observations, mark schedules, student reflective writing, focus group and individual interviews. Thematic analysis was used to analyse the data. This process involved drawing on the literature related to diversity and educational climate to identify emergent patterns and themes from the data, and then interpreting their meaning through the lenses of capital and social and academic integration. This study illuminated many ways in which student performance was affected by diversity, with particular reference to race and social class locations and associated access to economic and cultural capital. Differences between middle-class and working-class students were noted in their performance, their preparation for university and its academic demands as well as in how these two groups of students interacted in the classroom. Significant differences were also noted in their transition and integration experiences at a social, professional and academic level. In addition, the study explicated ways in which the faculty, through its culture, structure, and pedagogy, appeared to contribute to an educational climate which either supported or deterred student integration, both in social and academic ways. Cumulatively the challenges experienced by working-class students in particular appeared to have had real effects. The most significant effects were on their morale, their intent to engage and integrate and their consequent learning, academic performance and clinical competence. This study did not intend to solve but rather to understand the issue of differential performance. The findings of the study are envisioned to inform faculty and institutional strategies toward increasing effectiveness and responsiveness to differing student needs.